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Transcript of Transforming lives through learning Arts and culture education ‘Content and outcomes in...
Transforming lives through learning
Arts and culture education
‘Content and outcomes in Scotland‘
Education ScotlandSeptember 2013
Transforming lives through learning
1) How do secondary schools in
Scotland choose the content for
their arts and culture education?
Transforming lives through learning
“Today’s learners are no longer the people our educational system was designed to teach”
(Marc Prensky)
Transforming lives through learning
Curriculum for Excellence (CfE)
• approach to changing the national curriculum in Scotland
• transformation in education by providing a coherent, more flexible and enriched curriculum
• “totality of experiences”
• shaped and owned by those who will put it into practice
Transforming lives through learning
The four capacities of CfE
• successful learners
• confident individuals
• responsible citizens
• effective contributors
Transforming lives through learning
UNESCO
• learning to know
• learning to do
• learning to live together
• learning to be
UNESCO Task Force on Education for the Twenty-
first Century
Transforming lives through learning
Expressive arts curriculum area includes:
Art and design
Dance
Drama
Music
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Entitlements
• continuous opportunities to develop skills for learning, skills for life and skills for work
• most “experiences and outcomes” up to the end of third level (Es and Os)
• a broad general education (BGE)
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Fourth level
Fourth level experiences and outcomes provide a basis for more
advanced study and further scope for depth, challenge,
enjoyment, personalisation and choice.
(All areas)I have experienced the energy and excitement of presenting/performing for different audiences.
EXA 4- 01a(Dance)I can select ideas from a range of stimuli to choreograph dance motifs in creative ways.
EXA 4- 09a
Transforming lives through learning
Principles and practice
• essential reading for practitioners; inspiration and power of the arts
• sets out the purposes of learning in the expressive arts
• a starting point for planning
• creating, presenting and evaluating and appreciating
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Principles of curriculum design
• Challenge and enjoyment• Breadth• Progression• Depth• Personalisation and choice• Coherence• Relevance
Transforming lives through learning
2) On what basis (theory, skills,
competences like creativity, development
of knowledge and understanding) do
teachers, school leaders or education
developers make their choices for content
and quality in their curriculum?
Transforming lives through learning
The four capacities of CfE:
• successful learners
• confident individuals
• responsible citizens
• effective contributors
Transforming lives through learning
Successful learners …
who can express themselves, think innovatively,
meet challenges positively and find imaginative
solutions to problems and who have developed
knowledge and skills related to the different arts
and broader skills such as the use of technologies.
Transforming lives through learning
Confident individuals …
who have developed self-awareness, self-
discipline, determination, commitment and
confidence through drawing on their own ideas,
experiences and feelings, and through successful
participation.
Transforming lives through learning
Responsible citizens …
who can explore ethical questions, respond to
personal and social issues, and develop stances
and views, who have deepened their insight and
experiences of cultural identities and who have
come to recognise the importance of the arts to the
culture and identities of Scotland and other
societies.
Transforming lives through learning
Effective contributors …
who can develop and express their creativity,
work cooperatively and communicate with others,
and in so doing, show initiative, dependability,
leadership and enterprise.
Transforming lives through learning
Practitioners are asked to draw upon a skilful mix of approaches to promote a climate of creativity and innovation, including:
• active involvement in creative activities and performances • tasks or performance opportunities which require a creative
response • opportunities to perform or present to an audience• partnerships with professional performers or artists and other
creative adults • raising awareness of contemporary culture and connecting with
young people’s experiences• appropriate, effective use of technology • building on the principles of Assessment is for Learning (AifL)• both collaborative and independent learning• establishing links between the expressive arts subjects and with the
wider curriculum• opportunities to analyse, explore and reflect.
Transforming lives through learning
Assessment
In assessing the quality of learning in the expressive arts,
practitioners will focus on learners’ skills and abilities to
express themselves through:
• Creating• Presenting• Evaluating and appreciating
Transforming lives through learning
3) Do they focus on certain disciplines, on the crafts
within the disciplines, on multi-discipline activities
or coherence with other subjects?
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Expressive arts framework
presentation and performance across the arts, then discrete subject areas –
• Art and design• Dance• Drama• Music
Practitioners focus on providing experiences and developing learners’ practical skills
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4 contexts for learning
• the ethos and life of the school as a community
• curriculum areas and subjects
• interdisciplinary projects and studies
• opportunities for wider achievement
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Interdisciplinary work
e.g. collaboration with technologies subjects in the study
and application of design processes
e.g. collaboration across the arts in film making or school
productions (plays, musicals)
Transforming lives through learning
Delivering the curriculum through expressive arts
Pilrig Park School, Edinburgh
Transforming lives through learning
Responsibility of all
• Literacy
• Numeracy
• Health and wellbeing
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Impact
learners :
• develop knowledge, understanding and appreciation of contemporary and historical arts
• enjoy numerous and diverse opportunities to contribute to, reflect on and respond to the arts
Transforming lives through learning
• develop lifelong appreciation of, and participation in, expressive arts and cultural activities
• can express themselves in innovative, motivating ways, and experience enjoyment and enrichment in their lives
• apply their creative skills to produce and perform more complex pieces of work and to recognise creativity and skill in the work of other people
Transforming lives through learning
Disengaged learners
Learning in arts education plays a large part in
building confidence in learners, including learners
who are often disengaged with all other learning.
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Influences
• curriculum based entirely on the tenets of Curriculum for Excellence
• practitioners’ own skills, interests and specialist areas
• learners’ strengths and interests
• available resources, including access to arts professional and organisations
Transforming lives through learning
7) What are the outcomes and content
delivered by expressive arts?
Transforming lives through learning
Broad general education (BGE)
• “Experiences and Outcomes in the Expressive Arts” (3-15)
• “totality of experiences”
• 4 contexts for learning
• development of the 4 capacities
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The senior phase
• build progressively on the 3-15 broad general education
• progress in their learning towards a positive destination after school
• accredited through awards from the national examining body, the Scottish Qualifications Authority (SQA)
• development of the 4 capacities